Emergent literacy can be viewed as skills that are precursors to later reading and writing (Sulzby & Teale, 1991) or can be more broadly conceptualized as literacy acquisition that occurs along a developmental continuum. Because children with disabilities, such as visual impairments, can be at risk for later reading difficulties, it is critical that emergent literacy skills are nurtured in home and early education environments. Unfortunately, children who have visual impairments frequently are not provided access to the same early literacy learning opportunities as children with typical development, even when attending literacy-rich preschool classrooms. This article describes specific strategies that early childhood educators can use in inclusive settings to: (1) provide exposure and access to braille and large print reading and writing materials in the classroom environment, (2) facilitate engagement in literacy activities, and (3) make curriculum modifications to support the specific literacy skill needs of young children with visual impairments. (Contains 1 footnote and 3 tables.)